(2004). Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education. Equity and Excellence in Education, v37 n1 p31-43. This study examines the beliefs of nine white English-only speaking preservice teachers who tutored English language learners of Mexican origin as part of a university field service requirement. Over the course of a semester, participants were interviewed at length about their own reasons for becoming teachers, their beliefs about the children, and the ways in which race influenced their lives. Participants also were observed tutoring, and their learning journals were analyzed. Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience. Critical Race Theory and Critical White Studies together make up the theoretical… [Direct]
(1994). Speaking of Race, Speaking of Sex: Hate Speech, Civil Rights, and Civil Liberties. The essays of this collection explore the restriction of speech and the hate speech codes that attempt to restrict bigoted or offensive speech and punish those who engage in it. These essays generally argue that speech restrictions are dangerous and counterproductive, but they acknowledge that it is very difficult to distinguish between unprotected insults and protected ideas. The following essays are included: (1) "War of Words: Critical Race Theory and the First Amendment" (Henry Louis Gates, Jr.); (2) "Racial Myopia in the Age of Digital Compression" (Donald E. Lively); (3) "Racist Speech, Democracy, and the First Amendment" (Robert C. Post); (4) "Regulating Racist Speech on Campus: A Modest Proposal?" (Nadine Strossen); (5) "The First Amendment and the Art of Storytelling" (Anthony P. Griffin); and (6) "Since When Is the Fourteenth Amendment Our Route to Equality? Some Reflections on the Construction of the 'Hate-Speech'…
(2005). Ethics, Engineering and the Challenge of Racial Reform in Education. Race, Ethnicity and Education, v8 n1 p121-127 Mar. The articles in this issue represent the growing body of literature in the field of education focused on problems of race. More specifically, these articles draw on the theoretical tenets of the New Race Group of Legal Studies or what is more commonly referred to as the critical race theory (CRT) movement. The author's goals in this article are twofold. The first goal of the article is to encourage scholars interested in CRT to carefully examine theoretical positions that may link their moral reasoning to a relativism project. The second goal in this article is to discuss the importance of intergenerational wealth and achievement as key factors in the theoretical formations of social justice challenges in education and the engineering of solutions in school reform and practice. In tandem, the author argues that the formation of a sound ethical framework and engineering strategy linked to solving real social problems are key to the continued relevancy of the CRT movement…. [Direct]
(2024). Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education. Urban Education, v59 n1 p96-123. This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students' experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students' lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education…. [Direct]
(2024). Storying School Leadership toward Racial Equity: A Critical Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Those who care about US public schools face urgent challenges while schools remain significant sites of racial inequity (Crenshaw, 2022; Darling-Hammond, 1998). School leaders play a crucial role in shaping educational in/equity for students (DeMatthews et al., 2020; Grissom et al., 2021; Khalifa, et al., 2016). Meanwhile, the increasing demands on the principalship continue make the job feel at times insurmountable (Banerji, 2024; Constantia et al., 2021; Irby, 2021; Stein, 2023). To better understand the challenges and the ways principals make sense of them, I used critical narrative inquiry to reveal the stories made, told, and shared by leaders in advancing racial equity (Kim, 2016; Pino Gavidia & Adu, 2022). In this study, I asked three research questions: (1.) How do school leaders story the ways they lead toward racial equity?, (2.) What are the leadership practice(s) leaders use when working toward racial equity?, and (3.) How do school leaders make sense of their… [Direct]
(2023). An Overview of Community Cultural Wealth: Toward a Protective Factor against Racism. Urban Education, v58 n7 p1470-1488 Sep. Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess "cultural" capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview of research studies that exemplify Students and Faculty of Color accessing CCW. Finally, by framing racism as an everyday risk factor, we consider how CCW can be used as a protective factor when experiencing racism…. [Direct]
(2023). Comprehensive Restructuring: Diversity, Equity and Inclusion at the University of Texas at Austin. National Association of Scholars This study of the University of Texas (UT) at Austin surveys the most influential policies enacted on campus in the name of diversity, equity, and inclusion (DEI). This report compiles and examines the university's DEI plans, its progress updates, and all of the publicly accessible DEI plans and updates published by the university's various colleges and schools. Key takeaways from the report are that UT Austin's DEI initiatives espouse a clear ideological agenda, call for a vast overhaul of curriculum and instruction, make an overt commitment to make DEI an effective job requirement for faculty, and create and feed a large bureaucracy devoted to advancing the vague goals of DEI…. [PDF]
(2022). Theory-to-Practice: Researching Indigenous Education in the United States. International Journal of Multicultural Education, v24 n1 p1-15. This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices…. [PDF]
(2022). Decoding the Data Dichotomy: Applying QuantCrit to Understand Racially Conscience Intersectional Meta-Analytic Research. International Journal of Research & Method in Education, v45 n4 p381-396. Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of -0.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant… [Direct]
(2022). Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey. Data Note: Insights from the American Educator Panels. Research Report. RR-A956-13. RAND Corporation An American School District Panel (ASDP) survey administered in fall 2021 revealed district leaders' widespread concerns about teacher, substitute, and bus driver shortages; political polarization interfering with schooling; students' mental health, behavior, and attendance; and declining student enrollment. In this report, we revisit these concerns to assess whether the widespread problems that district leaders identified back in fall 2021 have persisted throughout the remainder of the 2021-2022 school year. This report also provides an update on the main ways that school districts are seeking to redress the negative effects of unfinished instruction because of the coronavirus disease 2019 (COVID-19) pandemic. This is the second of two reports with results from the spring 2022 survey of the ASDP. [For the companion report, "State of the Superintendent — High Job Satisfaction and a Projected Normal Turnover Rate. Selected Findings from the Fifth American School District Panel… [Direct]
(2021). 'I Wanted to Be White': Understanding Power Asymmetries of Whiteness and Racialisation. Whiteness and Education, v6 n2 p147-162. This article uses a self-reflective autoethnography to critique colonisation and whiteness as systems of marginalisation and racialisation. I examine concepts grounded in post-colonial and anti-racist theories, and I interweave these with my experiences in white spaces in Colombia, the USA and Canada as an educator and researcher. I provide personal examples as data to explain how colonisation and whiteness have paved the road to my professional 'success', and I also illuminate how these have taken me away from understanding my cultural and linguistic roots. Contrary to conventional wisdom that formal education is empowering for racialised peoples, this article asserts that critical education has been fundamental to challenge inequality and power asymmetries. Finally, in reflecting on the depths to which whiteness has been entrenched in all aspects of my life and other racialised peoples, I seek determination and liberation by calling into question the normative historical… [Direct]
(2010). Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. Born Chicana College Students on Discourses of Racist Nativism in Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and immigration status and has led to the development of racist nativism, a conceptual tool used to examine the intersectionalities that emerge in the experiences of undocumented communities. It is at the intersections of race, immigration status, gender and class that discourses of racist nativism exist, guiding dominant perceptions, understandings and knowledge about undocumented immigrants in the U.S. This study explores how these discourses emerge in the educational trajectories of Chicana students. This study also explores the similarities and differences in the experiences of the undocumented and U.S. born women, and the strategies the… [Direct]
(2024). Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis. Teacher Education and Special Education, v47 n4 p283-301. This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators' knowledge of diverse learners and professional practices are discussed…. [Direct]
(2023). "Upsetting the (Schooling) Set Up": Autoethnography as Critical Race Methodology. International Journal of Qualitative Studies in Education (QSE), v36 n1 p57-71. This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography — a collective spin-story — to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT's tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential knowledge; and interdisciplinary perspectives. We illustrate the dialectical relationship of our lived experiences in Los Angeles, Chicago, and Oakland, and how these experiences propel the educational work that we do, the voices we choose to lift up, and how we choose to lift them. Shared publicly, these stories further invite readers to critically reflect on their own personal experiences and social realities, continuing the generative praxis of autoethnography. In this way, autoethnography, like critical race method, is an analytic tool that… [Direct]
(2023). The Value of Process in Racial Equity Work: Reflections from a Faculty Learning Community. To Improve the Academy, v42 n1 Article 1 p1-31 Spr. This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: "whiteness," "racism," "race," "racial equity," "racial injustice/inequity," "white supremacy," and "anti-racism" and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the… [Direct]